About Me
My name is Anusha Gulzar and I am a 3rd Year Business Student at Brock University. This blog will identify ten different types of Media Skills and Literacies. Hope this is informative and enjoyable.
Simulation
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Hi guys, so today I am going to be talking about the third media literacy skill which is Simulation. Simulation is the ability to interpret and portray models of real-world practices. (Jenkins, 2009: pg 41) Simulation is important to individuals because through this individuals will be experiencing real world situations rather than just reading a book and taking knowledge from there for example. As said in (Jenkins, 2009: pg 42), we learn simulations through trail and error that leads new discoveries found by researches to be refined to make it better. In an example of a student like myself, I think simulation is very valid because through simulation students like myself who are not fans of reading can actually get to experience the content. This makes it easier for us students to understand the content or take knowledge from the content since we are not fans of reading. Individuals who are not readers for example, will have a harder time understanding the content because reading is not their forte. For individuals like that simulation works best. As said in (Jenkins, 2009: pg 42), educators always believed that students learn much better through direct observations and experimentation rather than listening to a class lecture or reading a book to retain knowledge. An example of simulation is a journal article called “The Assassin’s Perspective: Teaching History with Video Games” by Nicolas Trepanier. This article from the American Historical Association talks about how playing the game “Assassins Creed” has imparted so much knowledge into students and created an interest for the War of Spanish. (Trépanier, 2014) In this article, it was said that before an undergraduate seminar, the students were asked to play this video game and then come to class. After playing the game, the level of discussion of the student’s rose and student’s tone, scope, approach and arguments were so deep and thought provoking showing their knowledge about the Spanish war. (Trépanier, 2014) Trépanier (2014) also mentioned that making the students play the video game before the seminar raised their engagement level and raised it so high, which she doesn’t recall seeing among other undergraduates. This example shows how the level of knowledge and interest rises when media is included in the learning, which proves simulation as a valid media literacy skill.
References:
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Trépanier,
N. (2014, May 1). The Assassin's
Perspective: Teaching History with Video Games. Retrieved December 5, 2015,
from https://www.historians.org/publications-and-directories/perspectives-on-history/may-2014/the-assassin’s-perspective
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Jenkins, H. et al (2009). “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century”. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. The MIT Press. Cambridge, Massachusetts. http://bit.ly/1AaI4rc
Jenkins, H. et al (2009). “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century”. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. The MIT Press. Cambridge, Massachusetts. http://bit.ly/1AaI4rc